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Unformatted text preview: Viewing Dccrdarshan (TV) Prcgrammes :
Preferences cf High Schcel Students BE. DES and S. DES
Department cfEdrrcetian. Dthrngnrh University. Dihrrrgarh. Assent. timid. Attetract : Many Televisicn {TV} prcgraninies telecast in Assam are deyetepmenl
chanted with when and rural tccus. They have been faced successful in the ﬁetd ct edueelicn. human rescurce dayehspment. family welfare. deyeicnrnent ctaedcutturer
iced. nutriticn ancr hygiene tcc. They else help in eat-etching interest and pcsib‘ye
attitude inwards a number at important issues hire increasing pmducb‘yiht naticnal
integraticn. etc. Tataytsicn as an instructlcnal aid, has the patenttattc facilitate better ccmmuniclicn Bi’ld i'El-Bl‘lllﬂﬂ in l'I'tE ilEECJiliﬂ-lﬂﬂﬂilﬂﬂplDGE-ﬁ. 5D. HIS imperative ll'l'ﬂl
teachers shcutd tetra ncte at uedcus Fragrant-mes spcnscred by Dccrdershan (Gert cfltidia aned'TtI" nelnrcrid Kendras in lnct‘e. Mcrecyer; in view ctncnaasistence ct
systematic researches in the area at W viewing preferences cfhtgh schccishtdents, the present study attempts in ﬂndaut the waning preferences at high schcei students,
neﬂeutady ct class at in reisticn re yericus Dccrdershan Fragrsmmes that acute intent:l us an hear this media can he used in the teeming pracess. Intre-dueticn Educaticn and Develcpment are twc inter-related terms and {the cannet thinlr cf
‘deyeicpnient‘ withcut educaticn. It is enly thrcugh a well planned and well crganiseri
educaticnal system that develcpment cf a naticn can he achieved successfully. Educaticn
as an effective instrument has a great tale in play fer rural as are]! as urban develcpntent.
Liltc educalicn, ccrnrnunicaticn is anather term which is alsc 1rety much related with
deyclcpment. Ccmmunicatien is actuallyr ccnsidered the heart cf the educaticnal precess.
The pumcse cfccmmunicaticn can be said he he thruee—fcld1 i.e. tn infant], in pursuade
and Le entertain. The scientiﬁc and tcchnelcgiea] reyclutictt in mass ecmmunicaticn
has hrcught abent new emblems and pcssihilities in sccial transfcnnaticn, especially
fer the deyeiepin g eeunn'ies like India. it acyelcping ceeniry eannct aﬁerd the lusury
cf general prcgrarnniing and therefere, the media must eater tn educatien anti
enlightenment and share a large part at educatienal wcrhlcati. Televisicn in the mcdcrn wcrld is regarded as the third parent cl' llte child, Children in tridlanqunratctDpan Leandng.EW1.1Dt1}.1W—1IJE
ISBN nan-seen. Printed in India. El Indira Gmdhi Hetimai ﬂpan University RC. ﬁns and 5. Des NEH the scheel geing age censtitute 49% cf the TV audience in India. As the tele visien has
a great rule le play in the field ef educ atien as well as all reund develeptrtent ef children.
there is a need be study the viewing habits. attitudes and liltings ef students when they
watch Deerdarshan. pregramtnes. The eutlay fer TV has been increasing ﬁetn ene plan
peried tn the ether. If this eutlay is te be regarded as preduetive. seitware planning has
re receive a let mere auentien than it has received an far. In ether werds. hardware
espansien has net been matched by adequate investment in seftware. 3c. there sheuld
be equal attentien tewards hclh. hardware and seftware. if the ceuntry's develeptrtent
is te be enhanced in a preper and smeeth way. Eachgreuntl at the Study Theugh televisien service was inaugurated in New Delhi en lﬁth September, 1959. the
TV netwerlt started functiening fretn Shilleng in 1932 and under INSET in August.
1933. Asiad 1931 at New Delhi. Ulyrnpiad 1934 at Les Angeles and Asiad 1933 at
Seeul served as catalysts tn pepularisc Deerdarshan. Accerdit‘lg le Me Luhan {1969}.
the use uf new audie-visual aids can be used te revitalise traditienal cultures. This is
especially true in bringing the tribal culture re the mainstream. Secial evaluatien ef
Satellite In structiena] Teie visien Equipment {SITE} by Agrawal and ethers {199?} have
highlighted the eemendeus impact erTv en children and yeuth. Accerding te lChanda
Centmittee 1: 1933} the purpese ef Deerdarshan is “a secial transferrnatien in the ceurttryI
by eardicating illiteracy. previdirtg ccnventienal lessens ef high quality and bringing
within the reach ef many. educatien in its breeder eeneepts”. In this regard. research
studies cendueted by Mehanty [1993}. Rahman [ 199?}. lviedi {1993}. and'I'v" and Videe
1|i'v’erltl [1936} reveal that pupils are very much interested in viewing varieus pregrammes
spensered by Deerdars han Kendras and they can learn well if they are instructed threugh
W. Green stein [1954}. Ecett{ | 95th}. Scharrn et al {1931}. Nelsen I: 1933}. Slater .[ l 963 }.
'Ibernpsen [1934}. Blenda {I936}. Willy {1945?} and Lyle and Huffman [1992} state
that grades ef the TV greups are higher than the nan-Th" greup in reading. Alse. era]
eempesitien grades at the av greup are significantly better than the nen-T'v' greup.
IvIest ef these studies reveal that there is a negative relatienship between T9 watching
and achievement. Hewever. W is helpful fer hath. ltnewledge as well as language
develepment. In fact. all these studies are miere-level researches and have net been
feeussed eselusively en the Tv' viewing preferences ef high seheel students. In ether wards. systematic researches en TV viewing preferences cf high ache-cl studan are
particularly nun-existent. It is in this centeztt. the present study was undertaken te achieve
the fellewing specific ebjeetives: I- Te ﬁnd cut the TV viewing preferences ef the students at the High Scheel level
especially cf Class—Ht; 2- Te find eat the extent te which the respertdeuts espesed themselves te TV
pregrammes'. 3. Te find cut the Secie-ecenernie status ef the viewers: a. Te ﬁnd cut the differences between buys and girls in T'sI viewing preferences: It]! 1’ Viewing ﬂoonlurrlton {Tl-Ci Programmes: Preferences quigh School Students 5. To ﬁnd out the effectiveness of various programmes on their education; a. To ﬁnd out the inﬂuence of TV programmes on the different aspects of their lives
and; T. To suggest measures for better utilization of TH for human resource development
and improvement of the programmes on Doordarshan. Methodology The study was essentially a survey investigation intended to ﬁnd out the TV viewing preferences of the high school students. especially of Class or. In order to conduct this
investigation “Normative Survey Method“ was adopted. Personal visits to different high schools sprovided data to achieve the objectives of the study. Population and Sample The population of the present study comprised all the students of high schools especially
ofClass Ih’. in Shillong. Random sampling technique was used to select the sample of
ﬁfteen schools based in the different areas in Shillong. The respondents were selected
at random from the ﬁfteen high schools. Equal number of boys and girls {lﬂﬂ bays and the girls} were selected for the study.'Ihus. the final sample of the study consisted of
2m high school students belonging to different linguistic groups such as Assamese. Beugali. Garo. Hindi. Khasi. l'vlarwari. Mine and Nepali. Their age range was between
Isl-ill years. However. majority of them werer of id- and [5 years age group. Thais A questionnaire developed by the investigators and socioeconomic status scale
developed by Kupuswarny [ [SITE] were used as devices for gathering data needed for the study. The questionnaire was designed on the basis of “Total Design Method“
suggested by Dilman {193?}. The questions which provided data for this study were standardized to a great extent. but depending upon the nature of information required.
free response questions were also included. ﬂute Collection The final data collection was done during the months of March and April. [997. The
tools were personally administered to 23'!) studeMs belonging to 15 schools. Clut of those 23D respondents. 3t} incomplete cases were removed. Finally. only son responses
covering lﬂl} boys and lllil girls were selected . Findings This part of the study is devoted to the analysis of data and interpretation of the results
along with the major ﬁndings as they have been traced from the study. Demographics The sample consisted of students from different socio-econurnic classes. 16 per cent of RC. Des and .5”. Des i“ Mi the respnndents were frem the higher elass, TEE-1} per eent helenged an upper middte class. ‘i' per eent helnnged te middle elass. LSD per eent students belenged te lewer
middle elass. and mate frtrm the werking elasa. Further. eut el‘Eﬂ-i} students. enly 3T [laseae students had werlting methers. Prise. meet at the students didn't have ajeint family system and mere than SD per eent ef the
families had 3 er lesser numher ef children. As different students ltnew different languages ether than their mether tengue.
their numbers as feund eut frern the study are given in the Table Ne.l. Table-1: Languages: ﬂ-ﬂllf than methartengua knew he the students. lautgueger ' ‘1:- eyr'ﬂeyr ‘it. rgl" Girl'r Se. it is evident frem the Tahievl that majerity ef the heys as well as girls knew the
majer languages like English and Hindi. Edeeert'enef and Veeerr'erset Aspiraﬂerrs Educatien and veealien are two interrelated terms. Different types el' educatien are
needed fer different types ef veeatien. Beth. the edueatienal and veeatiensl aspiratiens ef students sheuld always ge tegether. The students“ veeatienal and edueatienal
aspiratiens are given in Table-2. Table-2*. Edueatlenal and 1Ill't'nntlt-u-tal Aeplraﬂene ef the Student: High Sch-eel
1|risers ienal Cellege University TF ﬂit-n ars'frt'p Tiﬁﬂ per eent et' students had televisien in their hemes while 24.56! per eent had ne W
sets. Majerity ef the T‘v' sets were heught between the year 1992 - [994. There are different reasens fer the students net pessessin g T‘v" sets, which are given in
Table—3. 1H4! Viewing Quotient-Ian (IF) Progrmnmes : Preferences oth'gFt School Students
Table-3 Reasons of not possess-Inn W sets by the students Pereentage (it; Cannot afford Dc nol can: to: have Disturb Studies Interestingly, majoritg.r of those who didn‘t have television at home felt that it was because
their parents thought that W would disturb the studies of the eldldren. ﬁewersht}: Pattern Students watched TV on different days and those who had no TV sets watched it at
different places. The data obtained in this regard are given in Table-4. Tame-d Students Watehlng W on Different Days and It own-nut PIIDII- Students
arming T1" Evestday
4 to E Day-sincelt
2 to 4 Daysiweek DneeaWeek Students 1who
do nol have To Do- nut wutﬂl'l
At Heighh-ours’ place
At Friends' place [a the Evening
on Hﬂlidﬂjfﬁ It is clear from tabla 4 that most of the students were regular 1trietllrcrs. However, there was a slight difference between boys and girls regarding the duration of watching TV. Whtlc 54% of thc boys watched TV on an average of I-E hours daily, 64% of thc girls
did so. Different programmes were preferred by the different groups of students. The ran]:
order of preferences are given in Table—5. rid". ﬁns and 3. Des Hit-'5
Table-5: ﬂank Drder ni' Fraternal-nee nf Prenrammel Prugmmmea‘ Carried}
Mysterderenture
Sparta 1—--|—-
ﬁll:- Advertiaemcnint
Children‘s Pregrarnrne uu—eem-n-th Dramas.- Tahle-S shews that pragrarnmes like Quiz, Comedy, Mysterymdventure and Sparta
were the mast preferred enes. Inﬂuence of TV Programmes an Family Members The inﬂuences elf T‘H' en the familyr had been punitive as well as negative sides. The
data dbtained in Liiis regard is given in Table-ti. Tulle-E: lnl'lueneae at W en the family Emeline! Family Life Glaser FamilyI Relariens Negative et'l'eins en anilyReaniens
As Deidre Era-rial Life Better Wars: Language Preferences Students were at different epiniens regarding their preferences ei' language at T‘r
pregramm es. DiFFerent greups ef students wanted different types ef language-min. The
data ehtained in this regard is given in Table? Iﬂﬁa’ Herring ﬂﬂ'ﬂfﬂiﬂﬂflﬂﬂ {Tl-ﬂ Fmgrnmmes .' Preferences anr'gh Selene! Stacie-tel:
Table-T: Reepeneee te Languages need Language
English
Tue mach
”tbs Iinte
Reasonable Preferred Languagetsi
Enelusiwly Mather Tangent: Hindi + Mather Tsngue Hindi + Mather Thngue + English Inﬂuence of TV on Students W has get both positive and negative rule tn playr in the life {if students and the data
nbtained nn students‘ perceptions in this regard are given in Table-E. Table-a: Ftnle emf T'hl' as perneleed In? emdente TV Helps in Ethereal Achievement
Yes
He It is Efﬁetlee lee General Knnwleﬂge
"IE-i
Me It Helps In 1itemsanlnnal Interest
Yes He It Increases Quest l'er ﬁrm-Hedge
‘I'es Ne BIC. Das and 5. Des EM? lt Enhances Slit-image
Tee: Net ItAﬂeets the Eye sight ‘I‘es
hie It Aﬂetets the lEitilturre negatively
1'i'iss
Hi: It Aﬁeets Values negatively
Yes. 24
Ht] Tﬁ N=lttﬂ Lesm Thmngh Til'ﬂr'ideu Wmtld he Interﬁttng
”‘r'es 15
NH 24 N: 11]} Students: can Learn Using W at Hume
Yes 1’:
He T15 H=ttltl Based en the abuse. the majer findings at the study are summarised as fullews: i. There were nu differenees in 1w'ewing preferences at" W pregram mes between stu-
dents belunging In higher, tewer and middle sueie-eeunulnie status grettps. 2. All the bays and girls knew English whieh is a majer language. Majerity ef the bays
and girls ltnew Hindi and the percentages relating te knuwledge e-t' ether languages
were net very high. 3. Majm‘ity Df the students wanted tn have edueatien uptb the University level. Hew-
eyer, 55%- uf the bays and 53% at the girls and 31% at the bays and 33% at the
girls aspired fer University edueatien and pmt‘essienal work. It seems that
aspsiratiens fer pmfessienal career ameng the students are mere than that {If Uni-
versity edueatien. 4. Majbtity NET-3%]: at the students had TV sets in their hurries. 5- Ahnut liais- ef the students had as TV sets et'their awn because their parents thbught
that it wttuld disturb their studies and 5.511% ebuld net al'Terd having a TV set heeause they belenged tn the lewentntitldle gruup.
I5. Majerity et'the students had the habit bf watehing Tit everyday. These students What Hill! lefewr'rrg Doord'crslrnn f Tl") Ping rammes .' Freﬁrrenees rter'gh School Students had no TV sets of their own, almost all of them used to watch T‘J at their neighbour‘s
or f riend*s places during holidays, Sundays or in the evenings. T. Majority of the students [93%] feel that T'v' has brought their family relationship closer whereas 5% feel that it has disintegrated their family relationship. 95% of
the students responded that T'ir-F has inﬂuenced their social life in a better way. ll. Most of the students {34%} watched W for the purpose of eduetion, 31.5t1% watched
it for entertainment, 32% watched for all these purposes and the remaining stu-
dents watehed T‘Ir" just to spend the time. 9. Programmes Iilte Quiz, Comedy. Mysterythdventure, Sports, Games are the most
prefered programmes. It]. 99% ofthe trihal studean have pointed out that there is too much Hindi used in TV
and the use of English is too little. I 1. 93.5% of the students marked that Tit-F helps in stheir education through improving
their general knowledge. creating scientiﬁc interest, creating vocational interest and helping them in selecting hobbies. 12. 45% of the students state that TV enhances their self—image. whereas 55% state that it does not. 49% of the students state that Titr affects the eye sight whereas 51%
state that it does not. Most of the students felt that TV does not affect their culture and values in anyr negative way. 13. 92.5ﬂ% of the students have pointed out that if they are taught through T‘vr or Video
Cassettes, they will he very much interested- 14. 99% of the students have pointed out that there will he uses of TV, Video,
Taperecorders, Computers, Calculators in the class room in 20111 and teachers'
role will he quite different from that of today. 15. The most accepted programme by the students was the Quiz, based on different
subjects. Conclusions Television, especially Doordarsh art. can play an important role in imparting education
in the North-Eastern part of India. However. while using this media. the interests and
aspirations of the users. to the snidents, should he the focal point. The contents as well as
the delivery of programmes have to he in line with the speciﬁc needs of the learner group. In the North-East India, there should be an equal TI'Illl'. of Englis h. Hindi and the respective
Mother Tongues while programmes on TV are developed. Further, quderits loolt forward
to vocational programmes on this media. As most of the students covered in this study
were interested in learning their lessons in the classrooms through TV an rt ‘v'ideo, perhaps,
our country in general and each and every state in particular should arrange for that.
ltceping in view the students‘ interest. Lilte in the case of radio. in the future each and
every school should have at least one TV set and there should be school broadcast programme on the TV daily a few hours or at least forhalf an hour to raise the motivation
of the students to learn their school subjects. RC. Des and 3.13s: H39 Refersnees Agree-Pal. B inetl et el. NWT} ‘Seet'el ltrnmet efSlTE en Adair: '. Space AppliesLien Centreﬁ hrnetlshetl-
Bleeds. La. uses} Jeremie! ef Hellenism; Reseereh. Vel. re. He. 5. May—June. Cherie-it. Ashe]: IL [I 965.] 'Repert ef the Committee en Ereaeessting and lnt‘emi alien Medi a—Radie
and Til". Gei'ennnent ef India. New Delhi- Dilmen. DA. ([93?) ‘Respense in Mail Surveys; What we [len't ltnew. end 1ni'hni we need In ﬁnd
eut'l" Paper read at EUMA Kenferes Eur Sehriitliehen Befrang'ung and Telel'eeiashen
Hefragungsrnetherle EUMA. Mannheim. IT-ﬂﬂ. April- Greensteie {1954] The lemme! efEilseetiee Herein-eh. 'i'hl. 7e. He. 5 Hay-lune. Eueeeswamg. B. {19?6] Cenneten'eetien end Seeiel' Del-refinement in Indie. Sterling Publishers Pet-
Lei. New Delhi. learning te Ee': The Werld Eduestien Tees}! and Temerrenr. [1912} UNI-35m Renee. Paris.
Lyle end Heffrnsn “9”?!) The Jettrnal ef Ewestienal Resesreh. ‘ulel. 1E. He. 5. Meg-lune.
"Sen Magazine". {1985] lsi February. New Delhi. Me Luhen {[969} In Amerieert Eileeertee Heisman Jenni-iii. hie]. l9. He. I. MehsntyJ. [19TH] Educatienel Bmedemi‘ieg. Eadie end Teteviriee ie Edseelierl. Sterling Publishers
PHL Let. New Delhi. Medi. Bells {1913] Lessens frern the Indian Satellite Experiment — Edsel-inertial Bmedeesting
Inter-resilient. September. Nelsen. [1955} Ameﬂmtt Mimi Research Internal. TD]. l9. He. 1 . Eahman. Sault et a]. {1911'} A Study ef ETC Pregrarnrnes during the [n—seri'iee Teseher Training
Genres. Enniies in Emil-neatienT‘iIr and Hattie Piegrsmme. ETCeI]. [lilies ef the [HI]. fer Higher Educatien. ﬂrisss. Sehet'ent “95” The Jamaal efEdt-tsett'eeel Research. W1. Th. He. 5. May-June.
Seett [I955]- The lemme! efEdtreetr'eHel' Reseerrh. WI. 5'6. He. 5. Marlene. Themsen I: tile-t} American Edeeeseml Rereerre Jewell. WI. l9. Me. I.
‘W and Tides Werld". {1986] Minhas Pnhlieatien. 3rd April. Bernhay. Witty. l' HIST} A Sunny ef Media Beltsvieur. The Jam! ef EdeeerEenel Hermit. ‘ihl. T5. He. 5.
May-Jtme. {Mn BIL Des is a smﬂerleeturerandh'lrj. Dies is sReseai-eh Sehelarin the Departmentef Educatien,
Dlhmgarh University. Assent-Tﬂﬁm. India] ...
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